11. May 2009 · 1 comment · Categories: Uncategorized · Tags: ,

Historiann and Dr. Crazy and others have started this meme, and it’s a perfect meme to follow up on Mother’s Day.

My lesson is about the striving to be liked that starts, I think, way too early. I spent this weekend going to a school fair and then to a soccer game, where I had the opportunity to watch my daughter (9) interact with her friends. Although she seems a bit unsure of herself at times, she seems to be trying to find her way in positive ways. She’s not worried about being just like her friends in either looks or actions. I do my best to support her social explorations, trying to reinforce important lessons, making sure she knows she can stand up for herself when she’s in a bad friendship. Things are going to get really, really tough in a couple of years, though, when she hits middle school.

I’m not sure where this came from, maybe my mother, but my father has also commented on the way, especially during my teen years, that I wanted to be liked by everyone. This meant that I did things that were not healthy, sometimes physically. I still have this impulse sometimes of not rocking the boat, of wanting to please everyone. In middle school, you’re thrown in with a bunch of people you don’t know, the hormones kick in, and suddenly, it seems like you have no friends. People change. You don’t see your old elementary school friends anymore and you suddenly feel that you’re in competition for new friends. Everyone thinks it’s a zero-sum game. It becomes especially hard when the most popular person in school decides they don’t like you or your former best friend tells you they can’t be friends anymore. It’s devastating. I’ve told my daughter stories about these kinds of situations and how painful they were. And I’ve told her that what I’ve come to realize is that it wasn’t about me. I wanted to be liked and when I wasn’t, in most cases as a result of doing something different, independent, I felt like I’d failed. But I hadn’t. In fact, I’d succeeded by differentiating myself, by saying this is who I am and if you don’t like it . . . . But I couldn’t get to that point when I was 12 or even 16. Instead, I walked around depressed or I tried to reconform to win back those lost friends. And I abandoned some interesting people because they were too off the norm.

So, I will tell my daughter to find the friends who like you no matter what, who like you even if you want to write science fiction or collect rocks or wear weird clothes or be friends with the odd girl in the corner. I will tell her not to do things simply because a friend told her to because she’s afraid of not being liked, of losing that friend. Friendships based on mutual support are longer lasting and healthier than those based on weird co-dependent feelings. I see too many of these among girls, many based on this need to be liked.

I think understanding that not everyone is going to like you leads to other positive actions along the lines of what the other bloggers have written about. One is able to opt out of bad situations and arguments (a la Dr. Crazy); one starts to trust your own instincts instead of someone else’s; it means you don’t have to feel sorry for someone and try to save them; it is a step toward independence; it means not apologizing for who you are; and it means, it’s okay to get angry.

What are your lessons that you’ve learned or that you will pass on to your daughters?

07. May 2009 · Write a comment · Categories: Uncategorized · Tags: , , ,

I thought this Inside Higher Ed article was an interesting discussion of they way that people outside the academy seem to value a liberal arts education more than those within it. Ho notes that many humanities faculty, despite having defenders among CEOs and business leaders, shun business, withdrawing from potential allies. Further, she notes, the reaction to Fish’s article a year ago, declaring that the humanities was irrelevant, pointed out that the cry that the humanities is irrelevant is mostly among scholars, who, one commenter says, “have professionalized their relationship with the humanities to the point of careerist cynicism.” Another similarly adds that the “humanities have been taken over by careerists, who speak and write only for each other.”

I do think there’s an attitude or awareness that writing a dissertation or scholarly monograph on some minor poet no one’s ever heard of isn’t really making the humanities relevant to students, and yet most humanists recognize that embarking on such tasks is necessary in order to get a job or get promoted. So there’s a real disconnect, which I know I and others have said again and again, between the work that gets one a job and the work that makes one relevant. The students in your class don’t know about the monograph you wrote and it may be that writing it gave you new insight into the subjects you teach. Pouring your heart and soul into a class doesn’t get you very far in the academic world. So there’s a real tension there. I don’t know how we resolve this.

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Although it’s mostly gone, I’ve still got a headache that comes and goes. No amount of medicine makes it go away. At least I’m functioning. Just not at 100%. When it’s around, I can’t really do much. All I can think about is the pain of it. I basically will it away. Which, by the way, doesn’t really work.

These things seem to be somewhat random, but of course, there is a lot going on in my life. I have a thesis to read. I’m meeting with students about final projects. This weekend, instead of relaxing and doing the Mother’s Day thing, I have to grade the seniors’ work. Next weekend, I’ll have the rest of the student work to grade. Of course, I’m done after that, so I shouldn’t complain, but I’m not a fan of steady work followed by a big. giant. pile. of work. Oh, and I’m giving a talk next week, and no, I’m not finished putting it together.

But. If you all want to contribute, I’d love to hear from you. So consider this a bleg–and yes, I’m hoping the headache story will make you feel a little sorry for me. :)

Anyway, my talk is called “Any Moron Can Write a Blog” and my basic argument is that learning to evaluate information is not as simple as forcing students away from blogs and wikipedia and that social software principles can be used to teach students about the academic research and writing process. I’m talking about the good and bad of social software and the good and bad of peer review–a process that is mysterious to most students. So, the two principles I’ve pulled out are connecting and transparency. If you have stories of using blogs, wikis, or other kinds of software in your teaching where students connected with each other (in a kind of informal peer review), collaborated well, or received feedback from external sources, I’d love to hear them. Also if you have thoughts about transparency in social software, I’d love to hear those too. Specific examples of assignments are good too. It’s not that I don’t have this stuff lined up, but the more the better and I’m a big fan of diversity.

04. May 2009 · Write a comment · Categories: Uncategorized · Tags:

I had a fairly long philosophical post planned out, but find myself recovering from a migraine, plus having jaw pain (I’m in treatment, but have another month to go). So you get just the facts–and the panic.

Over the weekend, not one, but two high school girls came calling at our house. My son, a mere babe in 8th grade, went wandering the neighborhood with them. They were out for about an hour and a half. The next day, one of the girls returned to hang out with us for a while. I really like this girl, even if she’s a year older than Geeky Boy, but people, I am not quite ready for this. I don’t think Geeky Boy is either, though he seems to be taking it in his usual nonchalant way. The boy is cool as a cucumber. I’ve made no comments about the situation to him and neither has Mr. Geeky. We’re assuming friendship only at this point. The boy’s been educated. Now we hope for the best. But still. Gah!

01. May 2009 · Write a comment · Categories: Uncategorized · Tags: ,

Elizabeth brings up the very point I was thinking on my way home yesterday when I heard a whole district of schools in Alabama had closed as a result of two Swine Flu cases: what are working parents going to do? Like Elizabeth, when I was working, there was much I could do at home and my employer would certainly have been accommodating. But most people do not have accommodating employers and the hysterical people are also suggesting not to send kids to any kind of daycare. I suppose there will be lots of available high school students to babysit.

In another case of hysteria, Philly Mom Amy Jo is being asked to prove that her kid has had two flu shots in order for him to return to school next week. He’s had one, and, having another would not protect him from the Swine Flu because, as she smartly points out, it’s a mutation. Now Amy Jo is a stay at at home mom, so won’t have the work conflict, but as she pointed out in an earlier post, even sahm’s need sick days. A disruption in the routine, even for at home moms, can cause problems.

Last night on Keith Olbermann, Dr. Roy Gulik, pointed out that 36,000 people die each year from regular flu. You don’t see schools getting all uptight about cases of regular flu. I liked his steady and calm and rational tone–very different from the tone we’re hearing from the media, school districts, etc.

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Finally, I’d like to point out that while schools are closing and freaking out over potential flu pandemic, workers will go to work sick because they have no sick days. How many times have you seen co-workers dragging in coughing and sneezing? Yeah, me too.

Update: This TED video explains why we should care. It was referencing the avian flu scare, not swine flu, but still relevant: